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'A Chitkara Student has a mind of his own'
This statement encapsulates one of our major objectives. A key skill
in an age when we are constantly bombarded with information and pseudo-information
is the ability to sift the evidence and come to our own conclusions. The
Chitkara approach to learning encourages the development of this skill,
not just because the IGCSE, IB or the CBSE curricula demand it but also
because survival can depend upon it.
- Multiple Intelligence Theory
- Project Based Learning
- Learning to Learn
Multiple Intelligence Theory
For the primary sections, we implement 'Multiple Intelligence Theory'
in our classroom teaching. The 'Multiple Intelligences' research of Dr.
Howard Gardner of Harvard University provides a new insight into student-centered
learning. Much of traditional education values a very limited range of
abilities, centering on literacy and numeracy. However different individuals
have different aptitudes. By using the strongest aptitudes or 'intelligences'
as a starting point we can educate more effectively by teaching different
students the same topic in different ways according to their particular
'intelligences'. In a class situation, this approach allows students to
benefit from each other's strengths and to develop their competence in
their weaker as in their stronger 'intelligences'. Gardner identified
eight 'intelligences', which are described in detail in the column
below.
| Linguistic: |
Developed at CIS through activities such
as creative writing, foreign language learning, theatre, and public
speaking. |
| Logical-Mathematical: |
Developed at CIS through activities such as science
and mathematics projects. |
| Musical: |
Developed at CIS through activities such as playing,
directing and composing music. |
| Bodily-Kinesthetic: |
Developed at CIS through activities such as sports
and athletics, yoga and dance. |
| Spatial: |
Developed at CIS through activities such as sculpture,
drawing and painting, photography and geography. |
| Naturalist: |
Developed at CIS through activities such as ecology,
gardening, wild-life observation and scientific experiments. |
| Inter-Personal: |
Developed at CIS through activities such as group projects,
peer teaching and counseling and international exchange programmes. |
| Intra-Personal: |
Developed at CIS through self-awareness training, counseling
and the creation of physical and personal space for meditation, reflection
and tranquility. |
Project Based Learning
If we recognize that individual students have different 'intelligences'
it is logical to allow them to develop these different talents through
individual projects. The fact that it is a student's own project ensures
that he/she works on it with complete concentration, which secures that
he/she remembers what has been learnt.
Learning to Learn
Academic structure for primary classes is informal. Learning is based
on social interaction with peers and adults, cooperative learning, hands
on activities, role playing, whole class instruction and individualized
instruction. Each child is treated as an individual learner. Performance
level is based on the student's ability and background; the individual's
total growth in terms of potential and self-motivation. Students are encouraged
to work in groups, with a partner or independently. Working in cooperative
groups is a valuable experience as it helps students take responsibility
for his/her learning; it strengthens skills in problem solving and stimulates
positive and healthy communication among peers.
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